CLASS DESCRIPTION AND SEATING CHART 2
Unit and Class
Teacher Name:
Grade Level: 2nd Grade
Type of School: Public School
Classroom Setting
Description:
Collaboration with general education teachers (team taught, resource, etc.), and any
additional information:
General Education Classroom (Inclusion)
Collaboration: 2 paraprofessionals embedded in the classroom for
pull-outs and small group instruction.
Number of stu-
dents (males and
females)
11 females; 9 males
Description of Students with Disabilities
·8 students with IEPs will be included in your course
·one student will be an ESL student
·identify each student type of disabilities and category (physical, LD, ED, EMR, OHI, visual or audi-
tory)
·provide an in-depth description of each IEP student
Student Description 1
Student Name: Denise
Type of Disability ADHD
Category OHI
CLASS DESCRIPTION AND SEATING CHART 3
Describe the student’s
characteristics, includ-
ing his/her abilities
and developmental
strengths and weak-
nesses. Explain how
the student’s disabil-
ity will affect him/her
within the classroom.
Denise has been a student in the school for some time now. Denise
was adopted when she was three years old. Denise about four
years ago, had a Cancer scare and was going through Chemother-
apy. Aside from presenting typical ADHD behaviors, Denise has
many health problems. Denise’s family size consists of a mother
and three of his adopted sisters. His mother Joan is a preacher at
their local church. She is the youngest of four children. Denise has
been diagnosed with ADHD classified under Other Health Impaired.
Denise has a learning disability in the area of Reading. Denise is
non verbal with simple utterances for her wants and needs. Due to
the Cancer treatments and vigorous testing, Denise is delaying in
many learning areas. Since being on medication to calm down her
hyperactivity she is able to pay attention better in class but be-
cause she works at a slower pace than her peers, Denise has diffi-
culty finishes assignments, test and quizzes on time. Since Denise
appears to find difficulty in the work given in class and finishes way
after her peers have finished, the teacher or paraprofessional are
there with her guiding her and making sure she is doing the assign-
ment in a timely fashion. As indicated in Denise’s IEP, she is allowed
to take all extended time needed to finish assignments. Denise has
difficulty keeping her work and materials in place and often loses
assignments, causing the paraprofessional or teacher to give her
multiple copies of work. Denise is a student that although she
struggles, she tries and takes redirection well from her educators.
Student Description 2
Student Name: Madison
Type of Disability Dyslexia
Category Specific Learning
Disability
Describe the student’s
characteristics, includ-
ing his/her abilities
and developmental
strengths and weak-
nesses. Explain how
the student’s disabil-
ity will affect him/her
within the classroom.
Madison is an ambitious, cheerful, energetic student that loves to
play the violin and is in band club. She struggles to maintain pass-
ing grades in order to continue playing the violin for band. If Madi-
son falls under a mandatory Grade point average, she will lose her
spot in band. Madison’s parents show great involvement in Madi-
son’s academic and extracurricular life. Madison has two older
brothers. Madison struggles with Reading in particular due to her di-
agnosis of Dyslexia under Specific Learning Disability. Since basi-
cally every subject requires Reading, she is struggling to keep up
the pace of her peers due to her disability. Madison sometimes be-
comes frustrated when redirection is given. This frustration leads to
argumentative behavior with the teacher or paraprofessional in the
classroom. Once Madison is able to calm down with reassurance
from her teacher or paraprofessional that she will get the material
with more practice and patience, madison is able to finish off the
lesson and assignments. Although she becomes frustrated at times,
which could be understandable with such high stakes at hand;
Madison does give effort in class by asking questions and asking for
help when help is needed.
CLASS DESCRIPTION AND SEATING CHART 4
Student Description 3
Student Name: Julie
Type of Disability Visual Impairment
Category OHI
Describe the student’s
characteristics, includ-
ing his/her abilities
and developmental
strengths and weak-
nesses. Explain how
the student’s disabil-
ity will affect him/her
within the classroom.
Julie is an enthusiastic choir singer. Being a singer Julie is very in-
volved in school activities and gets along well with her school peers
and staff. Julie’s parents are recently divorced. Julie lives with her
father and older sister. Although Julie is an active participant in
class she often has trouble keeping up in class. She was diagnosed
with Strabismic Amblyopia at a young age, since she did not catch
it on time, the condition worsen causing Julie to see double due to
poorly aligned eyes as per conditions definition. This disability hin-
ders Julie to see the board during class, so she needs to sit in the
front of class; with the help of the paraprofessional in the class Julie
is able to see better if the work is presented on an eraser board or
smart board. The teacher makes sure to accommodate Julie by giv-
ing her copies of all lessons given in the class, as well as printed
copies of quizzes, assignments and tests. Julie is also given ex-
tended time to complete assignments, quizzes and tests. While Julie
faces some frustrating times, she still manages to have a positive
attitude and accepts redirection well from her teachers.
Student Description 4
Student Name: Jada
Type of Disability Hearing Impairment
Category OHI
Describe the student’s
characteristics, includ-
ing his/her abilities
and developmental
strengths and weak-
nesses. Explain how
the student’s disabil-
ity will affect him/her
within the classroom.
Jada is a responsible student that keeps to herself. Jada sadly devel-
oped an infection like meningitis as a young child which resulted in
hearing loss. Her family had to quickly understand Jada’s new found
disability and accommodate her, as well as Jada learning to now live
her life with the loose of her hearing. Jada is a very organized, at-
tentive student in class yet, she falls behind in class because she
tries to listen to what is going on in class especially during lessons.
Jada was given the recommendation to get hearing aids, but her
parents cannot get them covered by insurance and they cannot af-
ford these hearing aids due to the cost; so in the meantime, Jada
has to set at a very close distance to the teacher and has a 1:1
paraprofessional to help guide her way. There are several accom-
modations that the teacher and paraprofessional has made for Jada
to help guide her success in school. If she has difficulty she is great
at asking for help and great at receiving feedback. Jada is such a
hard worker and does not let her disability stop her positivity to im-
prove in her studies.
CLASS DESCRIPTION AND SEATING CHART 5
Student Description 5
Student Name: Jacob
Type of Disability Epilepsy
Category OHI
Describe the student’s
characteristics, includ-
ing his/her abilities
and developmental
strengths and weak-
nesses. Explain how
the student’s disabil-
ity will affect him/her
within the classroom.
Jacob is a bright young man with a higher math level then his cur-
rent grade level. Although he struggles in the area of Reading and
requires extra help and redirection. Jacob has a younger sister and
older brother. Jacob is involved in the yearbook club and debate
club. Jacob was diagnosed with Epilepsy when he was six years old
when Jacob went through a traumatic event in public. Jacob’s class-
room staff, nurses working in the school and administration are
aware of Jacobs Epilepsy and are well equipped and trained in case
of a sudden seizure. Due to his condition he is required to have a
1:1 paraprofessional with him at all times. Jacob has to watch not to
get too excited or doing any activity that requires anxiety, because
that could heighten or case a seizure to develop. Jacob is a very ac-
tive student in class, although he does get frustrated with redirect-
ion or correction from peers or helping staff in the class. His teacher
and paraprofessional does a good job with helping Jacob feel com-
fortable asking questions and he is very respectful with them.
Student Description 6
Student Name: Joshua
Type of Disability ADHD
Category OHI
Describe the student’s
characteristics, includ-
ing his/her abilities
and developmental
strengths and weak-
nesses. Explain how
the student’s disabil-
ity will affect him/her
within the classroom.
Joshua is a goal driven athlete who struggles to maintain a grade
point average that is considered passing due to his having ADHD.
His attention to attend to a task in class is very limited which hin-
ders his grades. Joshua is the oldest of three siblings, one of which
also is diagnosed with ADHD. Joshua becomes very overwhelmed
and frustrated during quizzes, tests, and assignments. Joshua’s 1:1
paraprofessional sometimes has to ask Joshua if he would like a
walking break, that helps Joshua calm down and relives his frustra-
tion and anxiety. Due to his need to take breaks; his desk is located
by the classroom door, so that he wont disturb his classmates when
he has to get up and leave the class. Joshua takes redirection very
well and has no problem asking for and receiving help. Joshua loves
Gym class and excels in Math class. Joshua experiences the most
difficulty in reading and writing, most likely due to those subjects
needing the most concentration and focus.
Student Description 7
Student Name: Brandon Type of Disability Dyscalculia
CLASS DESCRIPTION AND SEATING CHART 6
Category Specific Learning
Disability
Describe the student’s
characteristics, includ-
ing his/her abilities
and developmental
strengths and weak-
nesses. Explain how
the student’s disabil-
ity will affect him/her
within the classroom.
Brandon requires constant redirection in class. Brandon is an only
child, but his mom is expecting. Brandon’s mom is a nurse and fa-
ther, a property manager. Brandon’s grades in English and litera-
ture class started to decline which sparked concern from his
mother. After several failed exams and a quick decline in his read-
ing scores, his parents made an appointment with a doctor and
later discovered Brandon was diagnosed with Dyscalculia, under
Specific learning disability. Brandon is an attentive student in math
and debate class, but when he has to switch to reading and litera-
ture his mood changes and he becomes closed off and antisocial.
During testing and classwork , he gives up easily and becomes eas-
ily frustrated. Due to his disability, Brandon gets accommodations
such as being pulled out of class with his 1:1 paraprofessional and
given extra time during testing, assessments, state exams and
quizzes. After this accommodation was given, his attitude towards
Reading and Literature has changed and he now, receives redirect-
ion well and he finishes work. Brandon does need constant encour-
agement to finish his work with confidence.
Student Description 8
Student Name: Billy
Type of Disability
Disruptive Mood
Dysregulation Dis-
order
Category OHI
Describe the student’s
characteristics, includ-
ing his/her abilities
and developmental
strengths and weak-
nesses. Explain how
the student’s disabil-
ity will affect him/her
within the classroom.
Billy lives in the United States, but is originally from Costa Rica.
Billy is a teenaged boy that was diagnosed with Disruptive Mood
Dysregulation Disorder, under OHI. Billy is an only child who lives
with his parent’s and grandparents. Due to Billy recently coming to
the United States, he speaks very little english. Billy takes ESL
classes, because of this. Unfortunately, because of his short temper
and minimal understanding/conversation in English he has a hard
time making friends and building relationships. In the past, Billy has
gotten into several physical fights with students. Billy has spit,
kicked and thrown objects at staff members in the school. His Disor-
der causes Billy to have sudden outbursts and short tempered per-
sonality. This behavior has caused Billy’s grades to drop signifi-
cantly. Billy’s short tempered behavior is so often that his peers
have learned to exit the classroom or ignore him when he gets to
that point, this behavior has also caused disruption in the class for
himself and his peers trying to learn.
Additional Students
Additional Stu-
dents’ Names: Stephanie
CLASS DESCRIPTION AND SEATING CHART 7
Jordan
Elijah
Ethan
Paul
Carlton
Amie
Lauren
Wilfred
Artem
Don
Joseph
Description of addi-
tional students (op-
tional)
Stephanie and Jordan are patient, happy students that were placed
as classroom helpers because of their ability to help their peers so
calmly and they help with students with deficits in Reading.
Accommodation 1 - Seating Chart
CLASS DESCRIPTION AND SEATING CHART 9
Discuss why this seating chart is an accommodation for the
class you described.
The classroom setup is arranged as an inclusive classroom setting. Student’s
desks are arranged in five groups of four desks. A small group instruction table, a
break area in the back of the classroom, Bookshelf and closets. A smart board in
the front of the classroom for instruction. Most of the groups are composed of at
least two students with disabilities or exceptionalities alongside students with
other abilities with the exception of groups four and five that have just one stu-
dent with a disability due to their high level behavior. The classroom is setup spa-
ciously, allowing students to walk around and not feel crowded. If any students
need to take breaks such as Joshua and Billy they can either leave the class and
go for a walk or go to the break area. The classroom setup also Allows the para-
professionals to walk around the tables spaciously and give assistance to students
that need help. The table in the back of the classroom is used for small group in-
struction. There is a break area near the teachers desk and towards the back of
the classroom for students who need to take a break that might be feeling over-
whelmed and do not want to exit the class but to simply lay down or relax. Since
Denise and Madison have reading deficits, they are seated in group one close to
the teacher’s desk. Jada sits close to the teachers desk and in the front of the
classroom with her 1:1 paraprofessional so she could better hear the instruction
due to her hearing loss. Julie and Brandon are seated at group two in the front,
middle of the class. Julie has vision loss, so it is best that she sits upfront. Brandon
has Dyscalculia and has to sit upfront with his 1:1 paraprofessional. In group three
sits Jacob with his 1:1 paraprofessional. Since he was diagnosed with Epilepsy, he
sits by the classroom door exit incase of any seizures it is a quick exit. Alongside
Jacob sits Stephanie and Jordan that are classroom helpers and willing to assist
him in Reading. Billy is seated in group four at the back of the classroom, closest
to the teacher’s desk just incase he has a tantrum or outbursts the teacher can
escort him out with a paraprofessional. Joshua is seated in group five with his 1:1
paraprofessional, at the back of the classroom, close to the exit classroom door in
case he wants to take a break due to his ADHD.
CEC Standards Addressed by Accommodation 1
CEC-CC.4 Special Education Standard #4: Instructional Strategies
CEC-CC.5 Special Education Standard #5: Learning Environments and Social In-
teractions
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